Second Proofs draft only not for circulation. Popular recreation in pre-industrial Britain. Notes for Teachers. Chapter Overview
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1 1 Popular recreation in pre-industrial Britain Chapter Overview Before beginning on the teaching content of historical studies it is important to set the scene. Many of your students will not have done historical studies of any type since year nine and a number of those will have disliked it then. Notes for Teachers This is a brief introductory chapter to set the scene, to interest and to enthuse students. You might need to take some time initially to ensure that students are happy with references to historical terms such as the Victorian era and to different centuries. Once students have got the background knowledge of the characteristics of popular recreation and the associated cultural or social determinants, they can apply this knowledge to case studies later on. It is probably a good idea to briefly introduce the five case studies at this stage: swimming/bathing, athletics, football, cricket and tennis. It is important also at this early stage that students understand that they, where possible/relevant, will have to link what happened then to what is happening now or, at the very least, to the next stage in time. Each of your lessons should reflect this exam requirement. You might get into the habit of starting with What is going on today and where did it come from? questioning rather than starting with historical data and drawing it forward. Either method is suitable much depends on your style and on your students. Therefore, our first task is to engage them with themes and ideas rather than weigh them down with details and dates (incidentally the memorising of just a few key dates is needed in this theory section). You can use pictures and tasks to give a basic understanding of what will be covered and why, and very importantly to provide insights into how the past has influenced the present. If the students have no idea when the two World Wars were, when Queen Victoria was on the throne, what the British Empire was or the significance of the industrial revolution, you will need to build their confidence and explain these things in a student-centred way. Some colleagues get students to prepare time-lines (perhaps around the room) to help understanding and context. For those who have been teaching A2 historical studies as part of A Level PE for some time there needs to be a fundamental shift with this new specification. There is now a requirement to link or compare the past with the present or at least to think forward to the next stage in time. Questions to consider include: How did then affect now? Are there direct links with the past, such as the survival of certain mob games? Are there direct links with the past, such as interhouse and inter-school fixtures? What about our case study activities (swimming/ bathing, athletics, football, cricket and tennis)? With reference to the past, what factors have helped to develop each activity in Britain? How have these factors impacted on contemporary participation and performance? What are some barriers to participation today? It is recommended that investigation of the links of past and present should be considered throughout the teaching year possibly in each lesson. Each of the part questions (a d) on the examination paper will require reference forward in time or to today. Students will need to know about, understand and be able to tell the examiner about links between then and now, the impact of the past on the present or provide comparisons Pearson Education Ltd
2 1 Popular recreation in pre-industrial Britain A2 PE (for OCR) Teacher Resource File between then and now. Each question will be very clear on the required links to today. Popular recreation It is essential that the knowledge outlined in the learning objectives is cemented early and solidly so that it can be applied to each case study activity later on. Learning objectives: By the end of this chapter students should have knowledge and understanding of: how the past influences sport and PE today how to think like an historian and ask the right questions the importance of social class and gender on opportunities to participate over time the characteristics of popular recreation how social and cultural factors shaped popular recreation how popular recreation affected the physical competence and health of participants different opportunities for participation in pre-industrial Britain the impact of popular recreation on contemporary participation and performance the five case study activities as popular recreations (these will be covered in more detail in Chapter 4). 2 Pearson Education Ltd 2009
3 A2 PE (for OCR) Teacher Resource File 1 Popular recreation in pre-industrial Britain 1.1 Popular recreation quiz Read the clue on the left-hand side and then write the answer in the spaces on the right. The first letters of the answers spell out two characteristics of popular recreation. 1 This characteristic is relevant for pedestrianism. O 2 A key factor behind varying opportunities for participation C 3 Many eighteenth-century popular recreations would now be C thought of as violent or 4 No smock racing for this (upper) class A 5 For recreation, survival and health S _ or B 6 By 1850 many popular recreations were I 7 Robert Dover s rough and tumble Cotswold O _ 8 Popular recreations usually low tech., simple or N _ 9 Mob games were played occasionally or A _ 10 The upper class had more opportunity to play than the lower L _ class as they had time, money and space or 11 Still home to a Derbyshire mob football game A 12 To describe the game of cricket or a well-bred, very N high-class male 13 A famous native American racer/pedestrian D _ 14 These were simple, unwritten and passed on by word of mouth. R 15 As well as industrial there was this type of revolution too. U 16 This game was quite different to mob football. R _ T _ 17 Pedestrianism and smock races were early forms of A 18 A characteristic of popular recreations L Pearson Education Ltd
4 1 Popular recreation in pre-industrial Britain A2 PE (for OCR) Teacher Resource File 1.2 Characteristics of popular recreation Use this sheet to check you have learnt and understood the main characteristics of popular recreation and the social and cultural factors that influenced them. 1 Underneath each characteristic in the spider diagram write in the relevant socio-cultural factor, e.g. under Local write Limited transport and communications. Occupational Rural Wagering Natural/simple Characteristics of popular recreation and cultural factors that influenced their development Local Cruel/violent Simple, unwritten rules Courtly/popular Occasional 4 Pearson Education Ltd 2009
5 A2 PE (for OCR) Teacher Resource File 1 Popular recreation in pre-industrial Britain 2 After completing the spider diagram try to think of the impact of popular recreation on contemporary participation and performance. Write your ideas in the table. Case study Bathing and swimming Athletics Football Cricket Direct links from then to now: Indirect links from then to the next stage: into the public schools emergence into rational recreation Real tennis Pearson Education Ltd
6 Overview A2 PE (for OCR) Teacher Resource File 1.3 Significant sporting dates Fill in the missing significant date in the timeline below. Try to be aware of them when putting historical events into context with today. Event Date The Norman Conquest 1066 Medieval England The Tudor era Henry VIII as king James I Book of sports 1617 Execution of Charles I (climax of the English Civil War) 1646 First articles of agreement (rules) for cricket written 1727 Kent v Surrey cricket match 1728 Jockey club established c.1750 MCC established 1788 Regency period The pedestrian Captain Barclay Allardice walked 1000 miles in 1000 hours for 1000 guineas Laws of the Noble Game of Cricket set out by MCC RSPCA established (followed by laws to protect animals) Railway between Stockton and Darlington opened 1825 First Oxford v Cambridge boat race Dr Arnold head of Rugby School Police force established 1833 Prize fighting, bull baiting and cock fighting banned 1835 The Victorian era First Henley Regatta 1839 First day excursion trains from London to Brighton 1844 Wash House Acts (the building of public baths for hygiene) Working hours limited to ten hours per day Football rules drawn up at Cambridge University (the Cambridge rules) W. G. Grace The British Empire 1850 onwards 6 Pearson Education Ltd 2009
7 A2 PE (for OCR) Teacher Resource File Overview Half-day Saturday established by law in textile industries Tom Brown s Schooldays published 1857 First English cricket tour to Australia 1861 Football Association established Overarm bowling legalised in cricket 1864 Amateur Metropolitan Swimming Association established 1869 Rugby Football Union established 1871 First cricket country championship 1873 First Wimbledon Lawn Tennis Championships Amateur Athletic Association removed exclusion clause 1880 The Amateur Rowing Association instigated its exclusion clause 1882 The first Ashes series took place 1883 Australia beat England in Test at Oval (Obituary appeared in The Times) 1887 Northern Rugby Football Union formed 1895 (having failed to win broken time payments for players) Boer War First Modern Olympic Games in Athens School leaving age rose to 12 years 1899 The Model course introduced by the War Office First World War Eight-hour day achieved at work Second World War 1920s Holidays with Pay Act (brought into effect after the Second World War) 1938 Moving and Growing & Planning the Programme Gentlemen v Players match abolished (cricket) 1962 Industrial action by teachers impacted on opportunity and provision of PE The National Curriculum introduced Pearson Education Ltd
8 Overview A2 PE (for OCR) Teacher Resource File 1.4 Historical studies matching activity 1 Link the sentences in column A with the appropriate phrase from column B. 2 Hide the answers. In pairs, player A reads one of the boxes in column A and player B completes the sentence. Then change roles. Pedestrianism Cricket Real tennis A The National Curriculum for Physical Education English public schools of the late eighteenth century Dr Thomas Arnold Industrial action by teachers When the rural peasants initially migrated to towns and cities in search of regular work Public baths and public parks The various aspects of athletics popular by the last quarter of the nineteenth century Twentieth-century developments in state schools The 1933 syllabus Dr George Newman B improved hygiene and opportunities for working-class recreation in the mid to late nineteenth century. in the 1970s and 1980s reduced extra-curricular provision in schools. progressed from military drill, to physical training and finally to physical education. they lost the space, health, influence, right and time to play regularly. wanted health-enhancing Physical Education, improvements in the quality of teaching in schools and opportunities for physical recreation outside school hours. was a detailed, high-quality and highly respected syllabus. It was a watershed between what had gone before and Physical Education of the future. included public school sports days, urban athletic sports days, club athletics and pedestrianism as a commercial attraction. does not fit well with the normally accepted model of popular recreation because it was played by the upper class. was not a great lover of games and sports, but simply used them as a vehicle for the attainment of social control in stage two. was introduced in 1988 and aims to give a broad and balanced Physical Education programme to young people stage two. attracted huge crowds, e.g. when Captain Robert Barclay Allardice walked 1000 miles in 1000 hours for 1000 guineas in had its first Articles of Agreement (rules) in 1727, and was greatly popularised by William Clarke. were riotous, unruly and often violent institutions, attended by the sons of the gentry. 8 Pearson Education Ltd 2009
9 A2 PE (for OCR) Teacher Resource File Overview 1.5 Extended writing task Extended writing skills are essential at A2, especially in your part d 20-mark answers. As your course progresses you should try to critically evaluate how the person or event in the left-hand column influenced the corresponding item in the right-hand column. How did affect/influence 1 Pre-industrial wakes, fairs and markets popular recreations? 2 The industrial revolution the sports and pastimes of pre-industrial Britain? 3 Dr Thomas Arnold reforms in nineteenth-century English public schools? 4 Queen Victoria and lawn tennis the curtailment and then expansion of sport for women? 5 Cricket and athletics amateurism and professionalism in sport? 6 a) The Boer War b) Second World War 7 Clarendon Schools (for example Rugby School) a) the 1902 Model course b) Moving and Growing and Planning the Programme (1950s)? the spread of sports and games throughout Europe and the British Empire? Pearson Education Ltd
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